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ISSUED BY 

Federal Coancil of the Chorches of Christ in America 

612 UNITED CHARITIES BUILDING 


105 EAST 22D STREET 
NEW YORK CITY 


This leaflet is based upon- a publication 
originally issued by the Department of 
Social Service and Brotherhood of the 
American Baptist Publication Society for 
the Northern Baptist Convention. 


SOCIAL STUDIES 

FOR 

Adah Classes, Study Groups and 
Church Brotherhoods 


The Christian church has the threefold call 
to be the conscience, interpreter, and guide of 
all life and of all movements. The church should 
determine what the ideals, the motives, and the 
conscience of men should be. It should inter- 
pret the inner meaning and larger significance 
of all the movements of the world. More than 
that, it should direct the thought of men and 
should rally the men of good will in behalf of 
righteousness and progress. 

It is a large part of the church's work to win 
men to Christ, and show them the social as 
well as the individual content and implication 
of the Christian life. . The church is therefore 
called to interpret all life in terms of religion, 
and to interpret religion in terms of life. It 
should teach men how to apply religion to all 
life — personal, social, and industrial, and should 
show men that all life is essentially religious. 
This aspect of the church’s work is especially 
important at this time, when such social unrest 
prevails, when so many people are distrustful of 
the church, and so many movements are com- 
peting for the future. 

The churches have long confessed; their obliga- 
tion to instruct the people in individual needs 
and duties. They have also given much attention 
to the instruction of men in their relations and 
obligations to God. But the churches have thus 
far not given a proportionate amount of attention 
to the relations and obligations Of men to one 
another. 'They have usually let the people ascer- 
tain their social needs and duties for themselves. 
The first thing they should ever do; but the sec- 
ond thing they must not leave undone.- The 

3 


church that would fulfil its whole mission must 
therefore interpret the meaning of social relations, 
instruct the people in their social duties, and 
give the young an adequate ethical equipment for 
social living. 

That the people of the churches may be pre- 
pared for wise leadership and effective service 
in the kingdom of Qod, it is necessary that 
they be trained by study and disciplined by 
action. No other institution has either the divine 
call or the adequate machinery for this work ex- 
cept the church. It is vital that the church fully 
accept this part of its commission, and fulfil this 
charge in a large and_ systematic way. 

Inasmuch as Christian people must live in this 
world and do the work of citizens, it is necessary 
that they be prepared for real life and trained 
in the divine art of living together. 

The church itself, as well as its various agencies 
and departments, should have some definite plans 
for Social Study. It would be a mistake for any 
church in any of its departments to use Social 
Study lessons to the exclusion of all others. But 
it would be as great a mistake to give attention 
to various other lines of study to the exclusion 
of direct Social Study. 

I, For the Church. We suggest a division of , 
subjects as follows: One Sunday in each month 
to be given to the Christian life in its sources, 
its ideals, its development and growth; one Sun- 
day in each month to be given to Christian doc- 
trines, dealing with the church, its history, its 
faith, its work, etc.; one Sunday in each month 
to be devoted to Missions — city, home, and for- 
eign; one Sunday in each month to be devoted 
to Social Service in some of the many phases and 
claims. 

This schedule will enable the pastor and church 
to preserve the balance in Christian thought and 
activity; it will also promote systematic study, 
which is now so sadly lacking in many churches. 

The “Social Service Year” suggests some timely 
and vital topics which may form a basis for social 
study and effort. 

January — Purity: Dangers of impurity; educa- 
tion in sex morality; the single standard. 


4 


February — Education: True education; moral 
training; prayer for schools and colleges. 

March — The City: Growth of cities; dangers 
and problems; civic reform. 

April — The Lord’s Day: Need of rest; preserva- 
tion of the day; right uses of the day. 

May — The Home: Its meaning and function; 
dangers threatening; home training. 

June — Health: Duty of preserving; causes of 
disease; sanitary housing; hygienic measures. 

July — The Nation: The American idea; political 
righteousness; national dangers. 

August — Amusements: Need of' recreation; 
guiding principles; duty of church people. 

September — Labor: Meaning of labor; labor 
unions; labor and capital; labor copartnership. 

October — Prisons: Causes of crime; saving the 
young; helping the prisoner. 

November — Temperance: The drink evil; per- 
sonal abstinence; measures of suppression. 

December — Charity: Christian benevolence; the 
new charity; forms of helpfulness. 

11. Reading Courses. The Commission has is- 
sued a Bibliography giving a course of reading 
and study for pastors and workers. In this Bib- 
liography the suggested volumes are arranged by 
subjects, as The Social Task of the Church, The 
Home, The Industrial Problem, Social Waste, 
Economics and Sociology. Social Theology and 
Ethics, Socialism and Politics. This Reading 
List furnishes the basis for a course of systematic 
reading and study. It also indicates the volumes 
that may wisely be intluded in a Social Service 
Library. The church can promote judicious and 
helpful reading on the part of the people by 
forming such a library and making it accessible 
to all. 


5 


III. Correspondence Courses. The value of 
Correspondence Courses in all lines of study is 
so well established as to be no longer open to 
question. To rneet the need of many persons 
the^ Social Service Departments of the various 
religious bodies are offering Correspondence 
Courses in Social Study. Pastors and teachers 
of study classes will find these courses especially 
valuable; all who are interested in Social Service 
will find them very helpful. These Courses deal 
with the fundamental principles of Social Service; 
they seek to lead the student to direct, practical 
and efficient service in and through the church in 
all lines of social redemption. These Cqurses will 
greatly aid many of the people of the churches 
in understanding the social movement and in 
promoting social effort. These Courses are con- 
fidently commended to the consideration of all 
who are seeking guidance. We also call atten- 
tion to the excellent Correspondence Courses 
offered by some Colleges and Seminaries and 
commend these to the people. 

IV. Social Studies for Adult Classes and 
Brotherhoods. The church to be fully efficient 
in its educational work must interpret the great 
principles of the gospel in their relation to life 
and society, and the church no less must lead 
the people to apply these principles to all the 
problems of our complex social life. That this 
may be done, something more is needed than 
the present unsystematic methods. We therefore 
offer the following schedule of lessons: 

1. The Social Ethics of the Old Testament. ' (For 
Brotherhoods, Adult Classes, and Social 
Study Groups.) 

Method. Careful study of the social teaching 
of the Law and the Prophets; find the abiding 
principles; consider their bearing and application 
to-day. 

Material. The Old Testament; its ideals; its 
ethical teaching on family, nation, law, punish- 
ment, land ownership, the poor, labor, neighbor, 
justice, kindness, sanitation, worship, the king- 
dom of God, etc. 


6 


References: Bruce, “Ethics of the Old Testa- 
ment.” Hastings, “Bible Dictionary,” articles on 
various subjects. Other material in preparation. 

2. The Social Ideals of Christ. (For Adult 

Classes, Young People, and Brotherhoods.) 

The kingdom of God; origin of the idea; its 
meaning; Jesus’ social and ethical teaching on 
the kingdom, sin, righteousness, goodness, serv- 
ice, wealth, brotherhood, wages, the family, the 
Church, the State, reform, progress, etc. 

References: Mathews, “The Social Gospel.” 
Stead, “The Kingdom of God,” Part II. Mathews, 
“The Social Teaching of Jesus.” Henderson, “So- 
cial Duties from the Christian Point of View.” 

3. The Social Awakening. (For Adult Classes, 

Social Study Classes, etc.) 

The Spirit of God is leading men into a larger 
understanding of the fundamental conception of 
the kingdom of God. The Christ is calling upon 
his people to advance and undertake new con- 
quests in his name. It is vital that the churches 
should understand their obligation and should 
know the things that make for the kingdom. 
There should, therefore, be a careful study of 
the new social awakening, which has in it such 
possibilities of good. For this study the follow- 
ing books are suggested; 

Rauschenbusch, “Christianity and the Social 
Crisis.” Batten, “The Social Task of Christian- 
ity.” Peabody, “Jesus Christ and the Social 
Question.” Strong, “The Next Great Awaken- 
ing.” Gladden, “The Church and Modern So- 
ciety.” Strong, “Our World.” 

4. The Principles of Social Service. (For Adult 

Classes, Brotherhoods, and Social Study 

Groups.) 

Method. To consider the place, the program, 
and the method of Social Service; to show the 
relation of Social Service to the various relations 
of life, and to suggest a working program of acr 
tion. 


7 


The Program of Social Service. 

The Social Service Method. 

Social Service and the Church. 

Social Service and the Family. 

Social Service and the State. 

Social Service and the Community. ' 

Social Service and Industry. 

Volumes of Social S'ervice Series. Handbook 
on “Principles of Social Service,” Batten. 

5. Social Institutions. (For Adult Classes, Men’s 
Classes, Social Study Classes, etc.) 

Method. Know the meaning and function of 
various social institutions; consider how far each 
is realizing its end and fulfilling its function; 
study the hindrances and helps; have an ideal 
and a program. 

The family: Its origin and meaning; its place 
in social life and progress; dangers threatening it; 
need of preserving. 

Husbands and wives; courtship and marriage; 
duty of home-making. 

_ Home as school for social living; brothers and 
sisters; child-training. 

Eugenics negative and positive; meaning and 
principle. 

The church: The nature of religion; religious 
ceremonial and observances. Beginning of wor- 
shiping community. The making of the Chris- 
tian church — its organization; its tneaning, offi- 
cers, and functions; its ordinances; its doctrines; 
its work; social mission; its relation to other in- 
stitutions. 

The State: Its origin, its functions, forms; gov- 
ernment, law; relation of church and family. 

Duties of citizens. 

The city: Its origin, growth; its dangers, ad- 
vantages and disadvantages; its problems; city 
government and its enemies. Love of city. Serv- 
ice of community. 

The school: The origin and development of 
public schools. 

Successes and failures. 

Character-training. 

Moral instruction. 

The labor union: Meaning of labor. History 
of labor organizations. Principles and methods. 

8 


The fraternal society: Origin of secret and 
benevolent societies. 

Social and voluntary organizations: Charity 
organizations; Y. M. C. A., Y. W. C. A. Social 
clubs. 

References: Volumes of Social Service Series. 
Thompson, “The Divine Order of Human So- 
ciety.” Westcott, “Social Aspects of Christian- 
ity.” Batten, “The Christian State.” Devine, 
“The Family and Social Work.” Sears, “The 
Redemption of the City.” Earp, “Social Aspects 
of Religious Institutions.” 

6. Social Duties. (For Young People, Social 
Study Classes, Men’s Classes, etc.) 

Method. Social duties explained; awaken moral 
Judgment, train moral insight, arouse higher feel- 
ings; intensify social motives, seek to secure right 
adjustment of social relations. 

Material. Social duties illustrated as follows: 

1. Courage: Physical and moral courage; speak- 
ing the truth, in following conviction; chivalry, 
manliness. 

2. Truthfulness: Members one of another; love 
of the truth; for own sake; in speech and deed, 
in work, in daily life; no compromise with error. 

3. Honesty: Forms of dishonesty, care in hand- 
ling money, sincerity in speech and deed; gam- 
bling and borrowing; honesty in little things; pay- 
ing carfare. 

4. Justice: Love of justice; being just to others; 
to each his due; just and unjust relations between 
workers and employers; redress wrong; make al- 
lowance for others’ weakness. 

5. Humanity: Duty of humanity and altruism; 
saving life, forms of human service, hospitals, 
homes. 

6. Generosity: Justice the least; but something 
more than justice; willingness to take the best 
view; not stingy and miserly in thought and 
money; forbearance, forgiveness. 

7. Love: Love of others, elements of, forms of 
love, how it is shown, illustrations; respect for 
others, sympathy with them, desire to help them. 

9 


8. Temperance: Meaning of temperance; dan- 
gers of intemperance; control of oneself. 

9. Purity; Meaning of sex; purity of thought, 
word, act; reverence for body; respect for an- 
other, 

10. Health: Necessity of health; laws of health; 
care for body; primary rules of hygiene; sound 
body with which to serve the kingdom. 

11. Industry: Thrift; self-help; use of time; give 
best service; meaning of work. 

12. Conscientiousness: Nature of conscience; 
how it speaks; duty of having a good conscience; 
its training. 

References: Keystone Graded Lessons, Senior, 
27-39. “Problems of Youth in Social Life.” Hyde, 
“Practical Ethics.” Cabot, “Everyday Ethics.” 
Hunting, “Christian Life and Conduct.” Gould, 
“Text-book of Moral Instruction.” Dewey, “Les- 
son on Morals.” Henderson, “Social Duties from 
the Christian Point of View.” Dole, “The Ethics 
of Progress.” 

7. Social Problems. (For Adult Classes, Men’s 
Classes, Social Study Classes, etc.) 

Method. Study the problem at first hand; its 
causes and conditions. Each problem an oppor- 
tunity. What to do. 

Material. Study problem in light of Scriptures 
and human welfare. 

1. Impurity. 

2. Intemperance. 

3. Gambling. 

4. Child labor. 

5. Woman’s labor. 

6. Disease. 

7. Immigration. 

8. The city. 

9. The country village. 

10. The rural community. 

11. Monopoly. _ 

12. Concentration of wealth. 

13. Crime. 

,14. Poverty. 

15. Insanity. 

16. Divorce. 


10 


17. The slum. 

18. Civic conditions and corruption. 

19. Police methods. 

20. War. 

21. Religious and moral education. 

22. The rest day. 

23. Socialism. 

24. The boy problem. 

25. Industrial peace. 

References: Volumes of Social Service Series. 
Strong, “The Gospel of the Kingdom.” Ellwood, 
“Sociology and Modern Social Problems.” Vol- 
umes published by the Association Press. Stelzle, 
“American Moral and Social Conditions.” “The 
Gospel of the Kingdom,” by the American Insti- 
tute of Social Service. 

8. Social Activity. (For Young People, Men’s 
Classes, Social Study Classes.) 

Method. Awaken an interest in objects and 
causes beyond self; direct activity; study com- 
munity needs; enlistment for service. What to do. 

Material. From life in the light of the Scrip- 
tures. 

1. Temperance. 

2. Sanitation. 

3. Housing reform. 

4. Play and recreation. 

5. Civic morality. 

6. Big brother. 

7. Immigration. 

8. Juvenile court. 

9. Civic centers. 

10. Church efficiency. 

11. A civic program. 

12. Good city administration. 

References: Whitaker, “The Gospel at Work.” 
Ward, “The Social Creed of the Churches.” Vol- 
umes of the Social Service Series. “The Gospel 
of the Kingdom,” by the American Institute of 
Social Service. Cope, “The Efficient Layman.” 

11 


9. Community Study. 

That the people of our churches may work in- ■ 
telligently and efficiently in their community they 
must know the conditions that exist and thfe ob- 
stacles to be overcome. They must know also the 
various forces and factors that are at work and 
must know how to organize and direct them. 

To secure these ends there must be full and 
definite knowledge of the community in its various 
aspects and elements. 

The following outline is suggested: 

1. Physical Characteristics: Tenements, fac- 

tories, parks and playgrounds, transporta- 
tion, city plan, etc. 

2. Character of Population: Native, alien; | 

working-class, professional, commercial, 
etc. y 

3. Industries (for an urban community): Hours ’f 

and conditions of work, wages, safety appli ibj 
ances, workingmen’s compensation, labor % 
organizations, women and child labor, etc.'a 

4. Agriculture (for a rural communitv) : Pre- % 

vailing kinds, specialties, methods of farm-f^i 
ing and marketing of produce, farmers'^ 
business methods, co-operative societies, 
etc. _ f 

5. Living Conditions (cf. I): Housing, recrea-jt 

tion and amusements, rate of local trans-J 
portation fares, etc. ^ 

6. Public Health: Prevalent diseases, hospitals. p 

board of health, etc. j 

Education: Primary and secondary schools,”, 
colleges, and universities, vocational and s 
professional schools, public lectures and ex- f 
tension courses, etc. j 

8. Civic Administration and Voluntary Social V 
Agencies: Character of officials and di- 1 

rectors, efficiency, progressiveness, etc. 

9. Vice, Crime, Intemperance: Prostitution and - 

“white slave” traffic, saloons and dance i 
halls, prison conditions and methods, pro- ,j 
bation work and children’s courts, etc. 

10. Moral and Spiritual Forces: Churches and. 
settlements, Y. M. C. A., Y. W. C. A., clubs 

and associations, etc. j 

11. The Chief Needs of the Community (m the, 

light of the above). < 



12. Relation of Your Church or Study Class to 
These Needs: How can you help? 

References: 

What Every Church Should Know About Its 
Community — Federal Council Commission 
on the Church and Social Service. 

Community Study — by Warren H. Wilson 
(Missionary Education Movement). 

Knowing One’s Own Community — by Carol 
Aronivici (American Unitarian Associa- 
tion). 

What Social Workers Should Know About 
Their Own Communities — by Margaret F. 
Byington (Charity Organization Depart- 
ment of the Russell Sage Foundation). 

A Social Service Program for the Parish — by 
Frank M. Crouch (Protestant Episcopal 
Joint Commission on Social Service). 

The Town Program — by Samuel Z. Batten 
(Baptist Department of Social Service and 
Brotherhood). 

The Civic Program — by Samuel Z. Batten (The 
Baptist Department of Social Service and 
Brotherhood). 

A Social Survey for Rural Communities — by 
George Frederick Wells. 

The Survey-Idea in Country-Life Work — by L. 
H. Bailey (New York State Agricultural 
College, Ithaca, N. Y.). 


10. Vocational Outlooks. (For Young People’s 
Societies, Bible Classes). 

Period. Adjustments of life are being made. 
A vocation chosen. 

Method. Explain moral and social meaning of 
various vocations; consider each as an opportunity 
for service; notice talents required; training 
needed; considerations involved. 

13 


Lessons illustrating the various call- 


Material. 
ings. 

1. Ministry. 

2. Missions. 

3. Farming. 

4. Mechanics. 

5. Merchant. 

6. Civil Engineer. 


7. Railroading. 

8. Law. 

9. Medicine. 

10. Teaching. 

11. Nursing. 

12. Social Service. 


References : 

Keystone International Graded Sunday School 
Lessons. Senior Studies and Teachers’ 
Text-book. 


Choosing a Vocation — Frank Parsons. 


The most useful lessons in practical religion 
and Social Service are those which reveal the 
power of religion in making duty clear, in pro- 
moting active service, and in establishing firm 
convictions. The best method is that which in- 
sures the training of the worker rather than the 
giving of information. And by the training of 
the worker we mean the development of his judg- 
ment, the clarifying of the insight, the arousing 
of his enthusiasm, and the enlistment of his will. 
It is necessary that the churches teach the people 
the whole will of God with reference to the per- 
sonal and social life. And it is no less necessary 
that the churches train the people for active 
service, by showing them definite tasks, by sug- 
gesting methods, and by directing their efforts. 
Good impulses that do not lead to active service 
may be mere private luxuries that are neither 
pleasing to God nor helpful to man. 


No. 52 




